The purpose of this research was to analyze how 24 students perceived the study group experience and how study groups fostered a change in their knowledge and teaching of comprehension. Data sources included pre-post questionnaires, text concepts, International Reading Association process form, facilitator logs, and post-survey. Data were analyzed through traditional case study techniques. Results indicated the students’ favored study groups as an avenue to learning. They also reported changes in their knowledge and teaching of comprehension. Implications for college professors are included.
This is the author's accepted manuscript, post peer-review. The publisher's official version can be accessed from: http://dx.doi.org/10.1080/87567555.2010.550956.
Massengill Shaw, D. (2011). Promoting professional student learning through study groups: A case study. College Teaching, 59(2), 85-92.